# data[].attributes.attachment_link.readable_text
This article briefly explains the goals and characteristics of Grammar Translation Method (Villamin et al., 1994). It also includes some ideas in teaching English as a second or foreign language.
Goals of Grammar Translation Method

1. To read literature in a target language.

2. To memorize grammar rules and vocabulary of the target language.

Characteristics of Grammar Translation Method

1. The major focus is on reading and writing with little or no systematic attention to listening and speaking.

2. Vocabulary words are chosen from the reading text used. Teachers teach vocabulary words through memorization, bilingual word list, and dictionary.

3. The basic unit of teaching and language practice is the sentence. Most of the lesson is in sentence translation from and into the target language.

4. Deductive method is used in grammar. Rules are presented and studied. Then, students will practice through translation exercises.

5. New grammatical or vocabulary items in the target language are explained in students' native language in order to have a comparison between the target language and the students' native language.

6. Students are expected to attain high standards in translation. They must be accurate in translating the sentences into their target language and vice-versa.

Some Ideas in Teaching

With the goals and characteristics of this method, the following activities can be done in the classroom:

1. Ask the students to take 5 vocabulary words from their favorite song and then translate it in English.

2. In teaching a particular lesson in grammar, ask the students to memorize the rules, and they should give their own sentences as samples.

3. Ask the students to take down the conversations of their friends in their native language, and then translate it in English.

4. Ask students to write 10 verbs from the article assigned to them, and then they should give the synonyms and antonyms.

5. Ask students to memorize at least 5 words per day in English and give their native language equivalent.

Some school administrators or teachers may disagree with the idea of using the native language in explaining vocabulary words or grammar rules because they want the students to be exposed only with the target language in order to effectively acquire and master it.

However, there is no hard and fast rule of what is the best method or strategy. It would be best if the teacher will use different ways and find out what is suited to his/her students by conducting an action research.

So, for those who would like to work on this as an action research, what are you waiting for?
Reference
Villamin, A.M., Salazar, E.L., Bala, E.C., & N.R. Sunga (1994). Innovative strategies in communication arts. Quezon City: Phoenix Publishing House, Inc.

© 2015 January 10 M. G. Alvior

# data[].attributes.attachment_link.title
How to Use the Grammar Translation Method

# data[].attributes.attachment_link.description
This article briefly explains the goals and characteristics of Grammar Translation Method (Villamin et al., 1994). It also includes some ideas in teaching English as a second or foreign language. To read literature in a target language. To memorize grammar rules and vocabulary of the target language.

# data[].attributes.attachment_link.description
These slides explain a little bit about this method used for teaching.-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

# data[].attributes.body
Types of drilling in ALM

# data[].attributes.body
The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible. There are three basic principles:

- The learner needs to discover or create

- Learning is made easier by the use of physical objects such as Cuisenaire rods

- Learning is made easier by problem-solving using the target language

# data[].attributes.attachment_link.readable_text
This article briefly discusses Suggestopedia, a teaching method developed by a Bulgarian psychologist Georgi Lozanov. Particularly, this article explains the method's goal & characteristics, and provides sample activities for teaching. This method is commonly used in English language teaching, but I believe that this can also be used in other foreign languages like Filipino, Chinese, Korean, Arabic, and others.

The Goal of Suggestopedia as a Method of Teaching

To learn a foreign language at an accelerated pace for everyday communication by tapping mental powers and overcoming psychological barriers.

9 Characteristics of Suggestopedia as a Method of Teaching

According to Villamin et al. (1994), the nine characteristics of Suggestopedia are the following:

1. It uses the power of suggestion to help students eliminate the feeling that they cannot succeed.
2. There should be a relaxed, comfortable environment with dim lights and soft music to facilitate learning.
3. Students' imagination is used. They can assume new names, and new identities and respond to the teacher accordingly using the target language.
4. Present and explain grammar and vocabulary words, but not discuss at length or thoroughly.
5. Native language translation is used in order to get the clear meanings of words in the target language.
6. Communication takes place in the conscious and subconscious of the learners. The former is about the linguistic message. It is where the students pay attention to a dialogue that is being read, while the latter is where the music is played as a background. Music suggests that learning is easy.
7. Teaching is done by integrating music, song, and drama.
8. The emphasis of teaching is more on content. Errors made by students are tolerated at the beginning of the lesson but in the later part, the correct forms are used by the teachers.
9. No formal tests are given, but the evaluation is done during the normal in-class performance.

Sample of Classroom Activities using Suggestopedia

If you are a teacher or mentor, you may use the following activities using the Suggestopedia method.

1. Choose a background music that will give an impression or feeling that you are in a forest. For example, the music may be punctuated by the chirping of the birds or the sounds of the leaves as they dance in the wind, or any sound indicating that the location is in the forest.

In the classroom, turn off the lights and play the background music. Then, group the students into three, and ask them to close their eyes, and let them imagine, for one minute, that they are animals, birds, trees, or flowers.

After that, ask them to create their own dialogues on how people should take care of the environment. But in their dialogues they have to remember their roles. If one assumes to be a bird, his/her point of view and dialogues should be like a bird, and not as a human being.

2. Choose a story. Practice reading the story with emotions or feeling. Then, choose appropriate background music for the story. It would be best if you prepare it in advance.

In the classroom, ask the students to relax and make themselves comfortable. Allow them to sit on the floor or lie down, and to be with their classmates or listen by themselves while seated at their desk. Then, turn off the lights, play the music and start reading the story. You may ask questions in between to check that they are listening intently to you and to keep their motivation high. In answering your questions, don't correct the students' grammatical errors immediately. Focus first on the content. Before you end the lesson, at the later part, you may give the correct form by repetition.

Don't you think these are good ideas to start the ball rolling in class? If you believe so, then try Suggestopedia as a method of teaching!
References
Rhalmi, M. (2009). The origin of Suggestopedia. Retrieved 16 January 2015 from http://www.myenglishpages.com/blog/suggestopedia/#.VLjUy5X9ljo

Villamin, A.M., Salazar, E.L., Bala, E.C., & Sunga, N.R. (1994). Innovative strategies in communication arts. Quezon City, QC: Phoenix Publishing House, Inc.

2015 January 21 M. G. Alvior

# data[].attributes.attachment_link.title
How to Apply Suggestopedia as a Method of Teaching

# data[].attributes.attachment_link.description
This article briefly discusses Suggestopedia, a teaching method developed by a Bulgarian psychologist Georgi Lozanov. Particularly, this article explains the method's goal & characteristics, and provides sample activities for teaching. This method is commonly used in English language teaching, but I believe that this can also be used in other foreign languages like Filipino, Chinese, Korean, Arabic, and others.

# data[].attributes.body
An example of songs that can be use

# data[].attributes.attachment_link.title
Beethoven Piano Concerto No. 5 in E-flat major, Op. 73 Adagio Un Poco Mosso

# data[].attributes.attachment_link.title
5 Outspoken Activities for Highly Communicative Language Teaching

# data[].attributes.attachment_link.description
It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector.What is content-based instruction?What does a content-based instruction lesson look like?What are the advantages of content-based instruction?What are the potential problems?Conclusions

# data[].attributes.attachment_link.readable_text
How to teach english with technology - Chapter 7 (Part 1)

Download Now

Download to read offline and view in fullscreen.

Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand

Read more

1. 1. Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom ManagementDepartment of Western Languages Faculty of Humanities Srinakharinwirot University

2. 2. 123456 Comparing TBI and 3Ps7 Task-Based Instruction (TBI) 2

3. 3. IntroductionTask-based learning is an alternativeapproach to communicate languageteaching because a task involves aprimary focus on meaning, real-worldprocesses of language use and any ofthe four language skills. Task-Based Instruction (TBI) 3

4. 4. Defining "Task""A task is an activity where the targetlanguage is used by the learner for acommunicative purpose (goal) in order toachieve an outcome" (Willis, 1996) Task-Based Instruction (TBI) 4

5. 5. Defining "Task""A piece of classroom work that involve learners in comprehending, manipulating, producing, or interacting in target language while attention is focus on meaning rather than form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end." (Nunan, 2004) Task-Based Instruction (TBI) 5

6. 6. Defining "Task""Tasks are activities that call for primarily meaning-focused language use. In contrast, exercises are activities that call for primarily form-focused language use. (Ellis, 2003) Task-Based Instruction (TBI) 6

7. 7. The core task elements have six components. 1 * Goals 2 * Input 3 * Procedures 4 * Teacher role 5 * Student role 6 * Settings Task-Based Instruction (TBI) 7

8. 8. 1 Goals Goal type Example establish and maintain interpersonal relations andCommunicative through this to exchange information, ideas, opinions, attitudes and feelings and to get things done have some understanding of the everyday lifeSociocultural patterns of their contemporary age group in the target language speech community; this will cover their life at home, at school and at leisure to negotiate and plan their work over a certain timeLearning-how-to- span, and learn how to set themselves realisticlearn objectives and how to devise the means to attain them to have some understanding of the systematic natureLanguage and of language and the way it workscultural awareness (Clark, 1987, cited in Nunan, 2004) Task-Based Instruction (TBI) 8

9. 9. 2 Input articles from newspapers, magazines and journals radio and television scripts and documentaries comic books for entertainment publicity brochures and posters short stories, poems and plays shopping lists business cards postcards picture stories street map(Hover, 986, and Morris & Stewart-Dore,1984, cited in Nunan, 2004) Task-Based Instruction (TBI) 9

10. 10. 3 ProceduresProcedures specify what learners actually do with theinput. According criteria for the task, teachersconsider the authority of learning procedures andinput. Another point of criteria for task selectioninvolves activation rather than a rehearsal rationale.Moreover, analyzing procedures should be based onthe focus or skills required to achieve the goal. (Nunan, 2004) Task-Based Instruction (TBI) 10

11. 11. 4 Teacher role 5 Student role Approach RolesOral Situational learner listens to teacher and repeats; no control over content or methodsAudiolingual learner has little control; reacts to teacher direction; passive, reactive roleCommunicative learner has an active, negotiative role; should contribute as well as receiveTotal Physical learner is a listener and performer; littleResponse influence over content and none over methodology Task-Based Instruction (TBI) 11

12. 12. 4 Teacher role 5 Student role (cont.) Approach RolesThe Silent Way learners learn through systematic analysis; must become independent and autonomousCommunity learners are members of a social group or community; move from dependence toLanguage Learning autonomy as learning progressesThe Natural learners play an active role and have a relatively high degree of control over content languageApproach productionSuggestopedia learners are passive, have little control over content or methods (Richards & Rodgers,1986, cited in Nunan, 2004) Task-Based Instruction (TBI) 12

13. 13. 6 Setting (Wright, 1987, cited in Nunan, 2004) Task-Based Instruction (TBI) 13

14. 14. Task Types Six Task Types Willis Pattison Seven Task Task Types Types SixTask Types Jost Task-Based Instruction (TBI) 14

15. 15. Six Task Types by Willis Listing Ordering & Sorting Comparing Problem solving Sharing personal experiences Projects and creative tasks Task-Based Instruction (TBI) 15

16. 16. Six Task Types by Jost Type of Task Examples Details Brainstorming, fact A party list, memory challenge,Listing finding qualities for a jobOrdering and Sequencing, ranking Jigsaw activities, best way tosorting do something Finding similarities, Listening to TV programs,Comparing finding differences spotting differences between pictures Giving advice, Responding to an adviceProblem solving planning column, planning a dinner Finding something Learning about theDiscovery new Pyramids Debating how to How best to save the earthDebating protect something Task-Based Instruction (TBI) 16

17. 17. Seven Task Types by PattisonQuestions and answers Dialogues and role plays Matching activities Communication strategies Pictures and picture stories Puzzles and problems Discussions and decisions Task-Based Instruction (TBI) 17

18. 18. Seven Task Types by PattisonQuestions and answers Dialogues and role plays Matching activities Communication strategies Pictures and picture stories Puzzles and problems Discussions and decisions Task-Based Instruction (TBI) 18

19. 19. Examples for Task TypesListing & Discussion (Nunan, 2000, cited in Nunan, 2004) Task-Based Instruction (TBI) 19

20. 20. Examples for Task Types (cont.)Ordering (Nunan, 2004) Task-Based Instruction (TBI) 20

21. 21. Examples for Task Types (cont.)Ordering (Harmer, 1998) Task-Based Instruction (TBI) 21

22. 22. Examples for Task Types (cont.)Matching activity (Nunan, 2001, cited in Nunan, 2004) Task-Based Instruction (TBI) 22

23. 23. Examples for Task Types (cont.) Student 1 looks at the picture on this page, and Student 2 looks at the picture on page 96. Ask and answer questions to find the differences between the pictures. Use the questions in the box. Comparing (Nunan, 2003, cited in Nunan, 2004) Task-Based Instruction (TBI) 23

24. 24. Examples for Task Types (cont.)Communicative activity (Nunan, 1995, cited in Nunan, 2004) Task-Based Instruction (TBI) 24

25. 25. Examples for Task Types (cont.)Puzzle Task-Based Instruction (TBI) 25

26. 26. Examples for Task Types (cont.)Role Play (Richards et al., 1997, cited in Nunan, 2004) Task-Based Instruction (TBI) 26

27. 27. The Framework of TBI PRE-TASK Introduction to topic and task TASK CYCLE Task, Planning, Report LANGUAGE FOCUS Analysis, Practice Task-Based Instruction (TBI) 27

28. 28. 1 Pre-task The teacher - introduces and defines the topic - uses activities to help students recall/ learn useful words and phrases - ensure students understand task instructions - may play a recording of others doing the same or a similar task The students- note down useful words and phrases from the pre-task activities and/ or the recording- may spend a few minutes preparing for the task individually Task-Based Instruction (TBI) 28

29. 29. 2 Task cycle Task Planning ReportStudents do the Students prepare Some groupstask, in pairs or to report to the present theirsmall groups. whole class (orally reports to theTeacher monitors or in writing) how class, orfrom a distance. they did the exchange written task, what they reports, and decided or compare results. discovered. Task-Based Instruction (TBI) 29

30. 30. 3 Language Focus . Analysis PracticeStudents examine and Teacher conductsdiscuss specific features practice of new words,of the text or transcript phrases and patternof the recording occurring in the data, either during or after the analysis. Task-Based Instruction (TBI) 30

31. 31. Comparing TBI and 3Ps TBI Task-Based Instruction Versus PPP Presentation-Practice- Production Task-Based Instruction (TBI) 31

32. 32. TBI TBI Pre-taskExposure Introduction to topic and task Instruction Task cycleExposure Task Use (spontaneous)Exposure Planning Instruction (as needed)Exposure (planned) Report Use (planned)Exposure Students hear task recording or read text Language focus InstructionExposure Analysis and practice: Use (restricted)Exposure Review and repeat task Use (spontaneous) PPP PPP PresentationExposure (restricted) of single 'new' item Instruction PracticeExposure (restricted) of new item: Instruction Use (restricted) drills, exercises, dialogue practice ProductionExposure Activity, role play or task to Use (free or partly encourage 'free' use of language restricted) Task-Based Instruction (TBI) 32

33. 33. Advantages1. TBL is applicable and suitable for students of all ages and background.2. Students will have a much more varied exposure to language with TBL.3. Students are free to use whatever vocabulary and grammar they know, rather than just the task language of the lesson.4. Allows meaningful communication.5. Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.6. Encourages students to be more ambitious in the language. Task-Based Instruction (TBI) 33

34. 34. Disadvantages1. TBI requires a high level of creativity and initiative on the part of the task.2. TBI requires resources beyond the textbooks and related materials usually found in language classrooms.3. TBI is not teacher-centered and it requires individual and group responsibility and commit mention the part of students.4. There is a risk for learners to achieve fluency at the expense of accuracy. Task-Based Instruction (TBI) 34

35. 35. Conclusion1. Task-based teaching offers the opportunity for 'natural' learning inside the classroom.2. It encourages child-centered learning.3. It helps learners develop individual differences and support learning autonomy.4. It helps learners use language in a communicative process through authentic experience while engaging the target language. Task-Based Instruction (TBI) 35

36. 36. ReferencesEllis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.Harmer, J. (1998). How to teach English: An introduction to the practice of English teaching. Essex : Addison Wesley Longman Limited.Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Jost, N. (2003). Issues in Task-based Language Instruction. JALT Conference Proceedings. Tokyo : Association for Language Teaching.Willis, J. (1996). A framework for task-based learning. Essex : Addison Wesley Longman Limited.

# data[].attributes.attachment_link.description
How to teach english with technology - Chapter 7 (Part 1) Download Now Download to read offline and view in fullscreen. Task-Based Instruction (TBI) Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management Designed by Ms.Chayaporn Thirachaimongkhonkun Mr. Sunan Fathet M.A.Teaching English as a Foreign Language @SWU Thailand Read more 1.

# data[].attributes.attachment_link.description
Techniques and strategies for learning with problem-based learning

# data[].attributes.attachment_link.title
Sample_PBL_Activities_I_ed.pdf - Adobe Reader 30_11_2018 10_33_38 AM